The connotation of core competencies comprises three levels: the first is the “dual‑foundation level”; the second is the “problem‑solving level”; and the third is the “disciplinary thinking level.” The cultivation of competencies presupposes meaningful learning with high learner engagement, and meaningful learning occurs in authentic contexts, effective needs, and reflective regulation, manifesting as students’ continuous adjustment of cognition and behavior in response to various demands and feedback from contextual elements. Effective teaching strategies should promote meaningful learning with high engagement, which calls for exploration and experimentation in three aspects: context creation, task‑centered design, and feedback mechanisms.